基于PBL理念的“交通设计”课程思政四段体验式教学模式探索

PBL-based Four-stage Experiential Teaching Mode for Curriculum Ideology and Politics Education in“Traffic Design”Course

为解决交通专业课程思政建设中存在的思政元素融入难等问题,以“交通设计”课程为研究对象,提出以PBL教学法为核心,突出问题导向,以生为本,构建了“教师项目设计—学生解决问题—教师总结反馈—学生作品设计”的课程思政四段体验式教学模式,并进行了相关案例分析。探索研究表明:采用课程思政四段体验式教学模式对思政元素融入和激励学生学习的效果明显。通过对课程在慕课平台的浏览量、网上提问量的测评,可得出学生的学习主动性和自觉性提高了2~3倍,学生更热衷于运用所学内容去解决现实中的民生问题。实现了知识传授、价值引领和能力培养的专业课程教学目标。

To solve the problems such as difficult integration of the curriculum ideological and political elements into the traffic specialty,the paper,taking the“Traffic Design”course as the research object,proposes a four-stage experiential teaching model of“teacher’s project design-students’problem solving-teacher’s summary feedback-students’work design”with the PBL teaching method as its core and highlighting the problem-oriented and student-centered teaching philosophy and analyzes with typical cases.The research shows that the model has an obvious effect on the integration of the ideological and political elements and the students'learning results as well.Through the evaluation of the browsing volume and online questions of the course on the MOOC platform,students'learning initiative and consciousness have been improved by 2-3 times,and their enthusiasm for learning and progress has been greatly enhanced.Students are more interested in applying what they have learned to solve the problems in the actual people's livelihood,thus,the teaching objectives of knowledge teaching,value guidance and ability training have been realized.